To better understand the promising effects of data-driven learning (DDL) on language learning processes and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a web-based platform containing an English language corpus annotated to enhance rhetorical input, a concordancer that was searchable for…

Various researchers in second language acquisition have argued for the effectiveness of immediate rather than delayed feedback. In writing, truly immediate feedback is impractical, but computer-assisted feedback provides a quick way of providing feedback that also reduces the teacher's workload. We explored the accuracy of feedback from…

This study aimed to describe the writing activities that test takers engage in when responding to the writing tasks in the "TOEFL iBT"[superscript R] test and to examine the effects of task type and test-taker English language proficiency (ELP) and keyboarding skills on the frequency and distribution of these activities. Each of 22 test…

This study illustrates how a synergy of two technologies--Intelligent Computer-Assisted Language Learning (ICALL) and corpus linguistic analysis--can produce a lasting improvement in L2 learners' ability to edit persistent grammatical errors from their writing. A large written English corpus produced by Korean undergraduate and graduate students…

This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI course designed to teach web-based dictionary skills…